Teachers’ understanding of inclusive education: comparing perspectives in China and Italy-Reference-Cited by-同舟云学术

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Teachers’ understanding of inclusive education: comparing perspectives in China and Italy

Published:2022-04-25 Issue: Volume: Page:1-13
ISSN:0218-8791
Container-title:Asia Pacific Journal of Education
language:en
Short-container-title:Asia Pacific Journal of Education

Author:

Jia Lishuai¹^ORCID,Tan Run²^ORCID,Santi Marina³

Affiliation:

1. Faculty of Education, East China Normal University, Shanghai, China

2. Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany

3. Department of Philosophy, Sociology, Pedagogy and Applied Psychology, University of Padova, Padova, Italy

Funder

China Postdoctoral Science Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02188791.2022.2066628

Reference67 articles.

1. Developing inclusive education systems: what are the levers for change?

2. Improving Schools, Developing Inclusion

3. Editorial: the Salamanca Statement: 25 years on

4. A Social Constructionist Approach to Disability: Implications for Special Education

5. Inclusive education in Italy: description and reflections on full inclusion

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3. Teaching Students With Disabilities in Chinese Regular Education Classrooms: Outcomes and Influential Factors;ECNU Review of Education;2024-05-31

4. Characterization of students with high intellectual capacity: the approach in the Portuguese school context and importance of teacher training for their educational inclusion;Frontiers in Psychology;2024-03-01

5. Artificial Intelligence Literacy to Enhance Teacher Critical Thinking;Lecture Notes in Computer Science;2024

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